Launch event
Agenda • Introducing our specification • A level reforms and new requirements for MFL • Our approach • Overview of new specification content • New assessment requirements • Overview of AS assessment of Listening, Reading, Speaking and Writing • Break • Overview of A level assessment of Listening, Reading, Speaking and Writing • Co-teachability • Support and resources
Languages for all • Content that engages, inspires and motivates your students • Manageable content and clear, structured assessment • Assessments that enable all students to reach their potential • Rich choice of popular and accessible works covering contemporary and classical titles from a range of directors and authors • Straightforward and clear mark schemes • Specification that builds transferable skills for progression to Language or other degrees
AS and A level reforms • All new AS and A levels will be assessed at the same standard as they are currently. • All new AS and A levels will be fully linear. • AS levels will be stand-alone qualifications. • The content of the AS level can be a sub-set of the A level content to allow co-teachability, but marks achieved in the AS will not count towards the A level. •
Timeline 2016 2017 2018 2019 Summer series Summer series Final AS resit Current Spec as normal as normal and A2 exams New 2016 Specs in First teaching First AS First A level Spec centres (AS level and examinations and exams 2-year A level) first teaching (1- year A level) • The last available assessment for the current AS and A levels will be June 2018 • The reformed AS first assessment is 2018 and A level is 2019
Key changes from 2016 • Renewed focus on Culture with a specific assessment objective (AO4) to assess knowledge and understanding of the TL culture • Compulsory literature at A level and either a literary work or film at AS • Independent research project at A level assessed through the oral • Translations at AS and A level • Prescribed themes: - Social issues and trends • - Political and/or Intellectual and/or Artistic • culture
Our research • Research carried out: • Teachers, Heads of Depts across the country in face-to-face interviews, phone interviews, and surveys • Subject advisory group, including representatives from the teaching community and universities
Teacher research – key findings • Discrete listening and reading assessments at A level • A greater focus on the cultural element of learning a language • Reduce the volume of content at AS so more time can be spent on each topic and teaching the grammar • Increase the word count for the writing paper • Mark schemes with exemplification and that differentiate between abilities
Our approach All 4 skills assessed separately at AS and A level. • Cultural content that engages, inspires and motivates your • students. Rich choice of popular and accessible works covering • contemporary and classical titles, linked to the topics and from a diverse range of directors and authors. Choice of questions on literature and film in the writing paper. • Clear mark schemes that ensure differentiation across the ability • ranges. A specification that supports progression from GCSE and though • to university.
Our design principles • Provide choice where possible in the writing paper • Ensure contexts within reading and listening papers are set within the target language country/countries • Provide scaffolding for essays at AS • Mark schemes that encourage spontaneity
Our content principles • A mix of familiar and new themes to support a wide range of interests • Themes that relate directly to the culture of the target language countries • Year 1 Themes should facilitate progression from KS4 • Themes that meet requirements of the subject criteria
Content – Year 1 A level/AS Social issues and trends Theme 1 - Changes in contemporary Chinese society ● Family Family structure and the generation gap; family planning and ageing population ● Education and work School life and student issues; work opportunities; work-life balance Political and/or intellectual and/or artistic culture Theme 2 - Chinese culture ● Traditions Festivals (Spring Festival, Dragon Boat Festival, Mid-autumn Festival, Qing Ming Festival) and customs ● Cultural activities Film, television, music and reading (in relation to Chinese culture)
Content – Year 2 (A level only) Social issues and trends Theme 3 - Evolving Chinese society • Communications and technology Internet and social media • Economy and environment Economic developments; environmental protection Political and/or intellectual and/or artistic culture Theme 4 - The impact of reform and opening up in 1978 on China • Reform Rich-poor gap; super-cities; urban migration • China-United Kingdom relations Trade; cultural exchanges; educational exchanges
Discussion Talk with the person next to you about the themes: • Which do you feel confident teaching? • Which do your learners enjoy? • Which are you concerned about?
Literary works and films selection criteria • Selection of works featuring both classical and contemporary titles • Variety of literary styles, including novels and short stories • Works that could be co-taught • Works that link with the themes • Works which have some existing teaching and learning support
Assessment Objectives Weighting AO1 Understand and respond: 20% • in speech to spoken language including face-to-face interaction; • in writing to spoken language drawn from a variety of sources. AO2 Understand and respond: 30% • in speech to written language drawn from a variety of sources; • in writing to written language drawn from a variety of sources. AO3 Manipulate the language accurately, in spoken and written 30% forms, using a range of lexis and structure. AS: Show knowledge and understanding of, and respond critically to, different aspects of the culture and society of countries/communities where the language is spoken. AO4 20% A level : Show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of countries/communities where the language is spoken.
Teacher and internal research findings on assessment • Mark schemes to be precise and clear for learners, teachers and examiners • Tasks that encourage spontaneity and grammatical understanding • Ensure comparability across languages • Word counts in the writing papers should be recommended only
Overview of new specification – AS Assessment Objectives Total for all AO1 % AO2 % AO3 % AO4 % Assessment Objectives Paper 1: Listening, reading and translation into 40% 15 25 English Paper 2: Written response 20 10 30% to works and translation Paper 3: Speaking 5 5 10 10 30% Total for AS 20 30 30 20 100%
AS Paper 1 Listening, reading and translation into English - DfE Criteria Understand the main points, gist and detail from • spoken and written material Infer meaning from complex spoken and written • material, including factual and abstract content Assimilate and use information from spoken and • written sources, including material from online media Summarise information from spoken and written • sources, reporting key points and subject matter in speech and writing Read and respond to a variety of texts including some • extended texts written for different purposes and audiences drawn from a range of authentic sources, including contemporary, historical and literary, fiction and non-fiction texts, adapted as necessary
AS Paper 1 – Listening, reading and translation into English Section Assessment 1 hour 45 minutes • Section A: Listening Three questions made up of multiple-choice and (24 marks) open-response questions, including questions testing summary skills. • All questions, with the exception of Q3(b), are set in Chinese and must be answered in Chinese. • Q3(b) is set in English and must be answered in English. • Section B: Reading Four questions comprising both multiple-choice and (28 marks) open-response questions on texts provided. • All questions are set in Chinese and must be answered in Chinese. • Section C: Translation Students must translate one unseen text from Chinese into English (12 marks) into English.
AS Paper 2 Written response to works and translation - DfE Criteria • Know, understand and be able to respond critically in writing, in the language of study, to the work, taken from the prescribed list provided in the specification • At AS, knowledge and understanding of the work must include a critical response to aspects such as the structure of the plot, characterisation, and use of imagery or other stylistic features, as appropriate to the work studied • Candidates can choose either a literary work or film
AS Paper 2 – Written response to works and translation Section Assessment 1 hour 40 minutes • Students must translate one unseen text Section A: translation into Chinese (20 marks) from English into Chinese. • Students respond to one question on either Sections B and C: Written response to a literary text (Section B) or a film works (40 marks) (Section C) • It is recommended that students write between 225 - 300 Chinese characters.
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